Pee-soat'eng Project Drug Elimination

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How many youth received awards for attendance each month?

If a student had 100% attendance an award was presented for that month.  All students participating in Pee’soats-eng in grades Kindergarten through 12 were eligible for the attendance-based awards.  The number of students who received an award for attendance each month is shown in Table 9.  The percent of eligible students who had full (100%) school attendance varied from 18 to 55% during the year.  One student received an award for good school attendance at each of the eight meetings.  Considering the year as a whole, ten students (19%) received awards to recognize their 100% school attendance at over half of the meetings. 

Table 9. Students Receiving Attendance Awards by Month  

How many youth were eligible for the award activity at the end of the year? 

Students with good school attendance and/or academic grades in school were eligible for an award activity at the end of the school year.  Those youth who attended tutoring 50% of the time were also eligible for an end of the year award to recognize their commitment to improve.  There were 26 students who were eligible for the award activity at the end of the 2002-2003 school year.  They went to Disneyland in the summer of 2003.  This year the group voted to visit Universal Studios as their year-end activity.  There were 34 students who were eligible for the award activity at the end of the 2003-2004 school year.  Eighteen students qualified to receive the end of year award trip both years.  On the other hand, 16 students (30%) were not eligible to receive an award trip for two consecutive years.  The program does allow students to pay their own way and attend the trips with their class and Cedar Band mates; three students took advantage of this option each year.

Did the number of the youth who received the end of year award activity increase in the 2003-04 school year over the 2002-03 school year?

In terms of raw numbers, there were eight more youth who received the end of year award activity this year than last year.  However, the youth who received the end of year award activity last year were not all eligible to receive an activity award this year.  The total number of eligible students for 2002-2003 includes 2 students who graduated in 2003 and 2 students who moved away from Cedar City in the 2003-2004 school year. 

It should be noted that, considering only the 54 students who were eligible both years, there were 16 ‘new’ youth whose good school attendance and/or grades qualified them to receive an end of year award this school year.  In other words, 46% of those youth who went to Universal Studios had not qualified for the Disneyland trip in the 2002-2003 school year.

Was there a relationship between parental involvement in the Award Meetings and student school performance?

An important research question is whether parental involvement is related to improved school performance.  Answering this research question extends the findings of an earlier study with the Cedar Band’s Parent Education and Monitoring Program (Parashonts, 2003).

In Parashonts’ study, parental involvement in the award meetings was defined to include attendance by grandparents, aunts, uncles, and adult siblings.  Similarly, in this study, the attendances at award meetings by immediate and extended family members (i.e. family unit) were configured so that the information could be linked to each student.  An adult’s attendance for any one award meeting could be connected with multiple students, for example consider a woman whose daughter and niece were both part of the Pee’soats-eng School Monitoring project.  The adult woman’s participation and learning could be applied to either her daughter or her niece, therefore her attendance was noted and linked to both students.       

The attendance at an awards meeting by any adult in the student’s family unit was coded with a one.  A zero for the month of October represents no attendance at the October award meeting by anyone in the student’s family unit.  This coding of attendance was correlated with the student’s overall grade average (available only for 33 students grade 5 and above).  The Pearson Correlation coefficient was .17 (p. = .34).

This relationship between adult attendance at awards meetings and youth success in school was examined further using different methods.  In this analysis, a different coding scheme was used to represent the level of participation in award meetings.  Instead of the ‘yes’ or ‘no’ per month coding scheme used in the previous analysis, a sum of the number of award meetings attended by each family unit was computed.  The number of award meetings attended for each family unit was then divided by the number of adults in the family unit.  Thus, an average number of meetings attended across all members of a student’s family unit was the result.  The average number of meetings was 1.38 with a standard deviation of 1.34.  The Pearson Correlation coefficient with grade scores was .35 (p. = .05).

Finally, because the grade scores are not available for students in lower grades, the adult participation in awards meetings was examined as it related to qualification for the end of year award trip to Universal Studios, which includes all 54 students in the program.  In a t-test analysis those students with more adult attendance at award meetings, both in sum and as an average, were statistically significantly more likely to qualify for the end of year award trip (Table 10).  In addition, viewing adult involvement as either present or absent at each month’s meeting (the system used in Parashonts’ study, 2003) yielded a statistically significant difference.  This difference can be interpreted as indicating that students who qualified for the end of year award trip were more likely to have some adult presence at the monthly award meetings. 

Table 10.  Relationship Between Adult (Parental) Involvement and Student Performance

Participation in the August 2004 focus groups was good.  Eleven parents and adult extended family members attended one session.  Ten persons who were part of the Pee'soats-eng staff or staff of a partnering agency (e.g., New Frontiers for Families, Title VII, 4-H) attended a different focus group so that paid staff members did not influence family members' opinions.  Some of the staff and partner staff also have children who participated in Pee'soats-eng activities.

Because it is another sign of improved school performance among students, it should also be noted that a focus group participant stated that all of the eligible Cedar Band students graduated from high school this year.  Another said that her daughter had been in a resource room and is now in the regular classroom and is receiving all A’s.  Adults and Pee'soats-eng staff in focus groups also related that the children have opportunities to access positive male role models and learn from people that they can be confident, have pride in being Native American, and nurture motivation when they attend the tutoring sessions.

 Quarterly Activities (co-sponsored by Drug Elimination Program) 

Overview of Activities

The purpose of these Quarterly Activities was to provide opportunities for the Cedar Band youth to build self-esteem, to perform, to learn more of their history, and to enjoy traditional Native American games.  In additional to cultural education for the young members of the Cedar Band, the Quarterly Activities provided traditional family building activities for entire families, including extended family members and family members who are not full members of the Cedar Band. 

The Quarterly Activities portion of the Pee’soats-eng Project included a Talent Show held in December, 2003; a History Project to celebrate the Paiute Tribe of Utah’s Restoration Day held in April, 2004; three camps held in the summer of 2004; and a Family Olympics Day held in August, 2004.  The Talent Show and History Fair were coordinated by the Education Coordinator who set up the criteria for the competition, judging, and grading rubrics and arranged for the judges.

Research Questions

How many youth and parent/guardians attended the quarterly activities?  How many youth participated in each activity? 

Attendance at Quarterly Activities was collected either by asking attendees to sign a paper to make them eligible for door prizes or by a participant count by a Pee’soats-eng staff person.           

About 200 people attended the Talent Show.  Talents such as poetry, tumbling, singing, or playing musical instruments were demonstrated by 32 participating children and youth.  Prizes were awarded to Talent Show winners.

A History Fair Project, which was held in conjunction with the celebration of Restoration Day, involved research into a topic of their choice concerning the Paiute Tribe or the Cedar Band and construction of a display to demonstrate what they learned in their research. Youth and adults alike were invited to present a project. Youth received help in developing their presentations from their families and as part of the Drug Elimination after school activities. Ten adults and 11 youth presented projects. Six of them were participating in Pee’soats-eng Projects for the first time.  The youth participants included elementary school, middle school, and high school students. Two of the participants were recruited through Family Facilitation and Outreach efforts.  The categories for the projects included Restoration, Cedar Band History, Ancestors, and Technology. The projects were set up and judged in the late afternoon.  People were invited to view the projects at 6:30. The fair provided an opportunity to view the projects and talk to each person about his/her project. A potluck supper featuring Native American food was provided.  Approximately 80 to 125 people attended, with most coming in family groups. (The number is an estimate and it was hard to count, with people coming and going.) About 15 of these were those who worked directly with the Pee’soats-eng or Drug Elimination programs, acted as judges, or visited from the Daniels Fund.  It was estimated that about 15 to 20 per cent of the attendees were first time attendees at Pee’soats-eng activities (i.e., the Awards Nights, Christmas Talent Show, evening performances by the Cultural Speakers).  After the History Fair the projects were displayed at all of the Cedar City schools, except two.  Although each school handled the display in different ways, students had the opportunity to present their projects and tell about what their Native American history.  The number of school children who heard the History Fair Project presentations in their classrooms was not recorded, however, presentations were made to non-Native American children as well as to Native Americans. 

Three camps were held in the summer of 2004.  For purposes of this report, they are considered a single Quarterly Activity.  A camp co-sponsored by 4-H was held in June.  There were 13 children and youth who participated.  The youth learned about 4-H activities such as how to assemble and launch rockets, how to buy and raise livestock, and technology applications.  They also learned how to negotiate a barrel-racing course and played new games.  The Paiute youth drum group provided entertainment with dancing and pow-wow songs.  Later in June, 64 people attended the Hopi Land Camp; 50 were youth and 14 were adults.  Participants at this camp included: 23 Cedar Band members; 10 persons who were associated with Cedar Band; 12 members of the Paiute Tribe of Utah; 17 members of other Native American Tribes; and 2 non-Indian participants.  While at the Hopi Land Camp, they were taught about traditional values and lifestyles of the Hopi Tribe.  A group of Kachina dancers performed, which taught Pee’soats-eng participants about the Hopi’s religious beliefs and practices.  Southern Utah University (SUU) in Cedar City, Utah, held a College Camp to provide college campus exposure to the youth in the Cedar Band.  There were 59 persons who attended camp at SUU this year. 

A Family Olympics day was scheduled for August 28, 2004.  Data were not available before this report was compiled.

Did the youth feel that participating in the quarterly activities was beneficial? If so, in what ways? 

A focus group was held in August, 2004 with youth who had participated in Pee’soats-eng activities.  Eleven youth participated in the focus group.  They ranged in age from third grade to tenth grade.  As a group, their favorite activities were the Talent Show, the History Fair Project, and the trip to Hopi Land.  For one child, the trip to Hopi Land was her first trip out of the Cedar City area.  The focus group youth discussed their feelings about the activities.  They enjoyed learning about their own histories and thinking about where the Paiute people came from.  They enjoyed learning about traditions among other Native American Tribes and the importance of respecting all traditions.  The SUU camp particularly inspired them to set goals for achieving a college education.  They spoke about their desire to attend college and pursue a variety of careers.  For some of the children, these were completely new goals that the SUU camp attendance allowed them to explore.

The Project Evaluator asked the children about their ideas for activities to have next year.  One indicator of the value these children saw in activities held this year is that many of their ideas for future activities included ones that would teach them even more about their Paiute heritage and traditions.  For example, their suggestions included: learning Paiute language, songs and games; learning wilderness survival skills such as making knives, bows, and arrows; making model tepees (similar to class projects wherein they made model houses); and learning traditional crafts such as beading and making blankets.

Similarly, did parents/caregivers feel that the Quarterly Activities were beneficial for their youth? 

A separate focus group was held with parents and grandparents of children who had participated in Pee’soats-eng activities.  Eleven adults participated in this focus group.  They had also participated in several of the Pee’soats-eng activities throughout the year.  The adults related that their children and they, themselves learned a great deal about Paiute culture and traditions through project activities.  In addition, they emphasized that their children seem to have more pride in the fact that they are Native American as a result of project activities.  Project activities also provided a model for working together which the children were able to observe and learn from.  The adults in the focus group agreed that they have seen several children display more confidence and increased self-esteem after the children participated in the Talent Show or History Fair Project. 

These parents and extended family members expressed their appreciation for the Talent Show and History Fair Project because those activities allowed entire families to interact positively and the activities brought together many Cedar Band members in a community setting.  Activities such as these and the Awards Meetings of the Parent Education and Monitoring Program gave the children opportunities to interact with other Paiute children.  These opportunities are important additions because many of the Cedar Band children have felt isolated as they attend different schools than do other Cedar Band children.  Opportunities to interact during tutoring sessions, Awards Meetings, and Quarterly Activities helped to give their children the time to bond as members of the Cedar Band of the Paiute Tribe.

Was the History Project event beneficial for youth, adults, and the community?

One of the original goals of the Cedar Band Strategic Plan 2000 was to restore cultural and traditional values. The Daniels Fund application stated that the proposed activities would target these goals. Thus, because the History Project focused directly on the history and culture of the Cedar Band, the Evaluation Team decided to use additional evaluation methods to investigate the impact of the History Project on the band and on the individuals who presented history projects.  One of the evaluators attended the History Fair, watched the participants arrange their displays, and visited with each about their display. 

The History Fair was held in a large room in the Cedar Band Building.  The displays were set out and judged in the late afternoon.  The people who attended (including both Native Americans and Caucasian persons) included primarily families. They could review the projects at 6:30.  A supper, featuring Native American foods, was served.  People spent a lot of time reading the posters and talking to the presenters.  Awards were presented.  About 120 people attended.  After the history fair arrangements were made to take the projects to the Cedar City schools.

There was an air of excitement in the room.  Some of the young presenters’ faces were flushed as they explained their projects.  They were also very excited as the awards were read and they received their prizes.  I noticed one family in particular.  The girl was the youngest participant, but she, with her father’s support, explained her project to me.  She appeared to be happy and excited.  The father’s pride was also evident.  The grandmother was contributing to the supper and she also expressed pride in her granddaughter.

The fair was a nice community affair, but we wanted to know if it was more than that,  (1) Did it increase the participation of band members who had not participated before in Pee’soats-eng or Drug Elimination events;  (2) did the activity bring the community closer together, and (3) did the participants feel that they had learned anything from preparing their projects?  The phone interviews addressed these questions.   Nine participants (5 adults and 4 youth) were chosen randomly and signed consent forms to be interviewed by phone.  The evaluator was able to reach six of these by phone (3 adults and 3 youth).  A copy of the interview questions is attached.

As was stated previously, twenty-one persons participated; six of these participated in Pee’soats-eng for the first time.  In the interviews adults reported different motivations for completing the projects.  One knew a lot of the history, but wanted to get more if it written and shared with others.  She focused on the termination and restoration of the Paiutes and the Cedar Band.  Another started she agreed to do the project because her sister had encouraged her to do so.  But she added, “For me it was a cultural awakening. I stayed up late reading and reading.”  The other one wanted to know how the tribe and band land boundaries had changed over time and she wanted to share this information with others.  She felt that projects like this would help the people in Cedar City know that the Paiutes existed and had lived there over time.  She also wanted the children in the band to know more about their history. 

One interviewee’s responses provided information about community closeness.  She said, “Events like this are important for the coming together of our people.  We go to band and tribe picnics and barbecues, but this was something different.  We came together to learn about what we feel is important about our ancestors.” All adult interviewees thought the History Project should be repeated again.

The youth reported on what (if anything) they had learned from completing the project.  They reported learning information about their people and about the process of completing a report.  One said, “I learned what they had gone through and what they had accomplished before and after that day [Restoration Day].”  A younger child did his report on the foods his ancestors ate.  He said, “I learned that they didn’t have much to eat and things like that.  They ate berries, jerky, fish, deer, prairie dog and squash.  My great-grandmother ate some of those things.”  They also reported that they had learned more about writing reports on a computer and mounting pictures; and the older youth said she learned how to do a bibliography.  They thought this experience would help them in writing reports for school.  The children reported being motivated to do the project by their parents and by the activity (about the history projects) at the Drug Elimination After School Program.  One wanted to learn more about what happened so she could help preserve her culture.  Another wanted to learn about his tribe so he could share it with his little brother and sister. 

In summary, the history fair experience appeared to teach the youth more about their history and culture, it sparked an interest in them about their ancestors.  It appeared to do provide the same experience for the adults, with one calling it a cultural awakening.  The community appeared to benefit.  Outreach had been made to band members who had never participated or attended such events and the event seemed to support a closeness within the community.  There was also some outreach to non-Native residents.  Possibly this should be a goal if the history activity is repeated.

 Cultural Speakers 

Overview of Activities

The Pee’soats-eng Project sponsored four Cultural Speakers this year.  They were presented to the Native American youth in Cedar City.  Native American youth from Washington and Millard counties also were invited and came to these presentations in Cedar City.  When the Cultural Speaker went to the small, rural schools in Bryce Valley and Escalante, they presented to the entire student bodies. This provided an exposure of Native American talent to the non-Native children. The purpose of the Cultural Seminars was to provide successful role models for the youth and encourage their pride in their heritage. 

The first Cultural Seminar hosted Billy Mills on December 1, 2003.  Mr. Mills is an motivational speaker and athlete who won a gold medal in the 1964 Olympics in the 10,000 meter event.  The movie “Running Brave” was based on his experiences while training for and competing in the Olympics as a Native American.  He spoke at Cedar High School, Cedar Middle School, and Canyon View High School.  He also spoke during an evening presentation that was open to everyone in the Cedar City community.

The second Cultural Seminar featured James Bilagody in March, 2004.  Mr. Bilagody is a Native American Navajo singer, stand-up comedian, and radio personality.  He was one of the original members of the First Lady Nancy Reagan’s White House Conference on Substance Abuse Prevention.  He has served on the Navajo Nation Council.  He has released three musical albums.  His interests include self-sufficiency and economic development for Native Americans (Phoenix New Times.  June 12, 2003).  He sang and played a guitar during his presentations.  He spoke at Cedar Middle School, Canyon View High School, and Cedar High School.  In addition to speaking in Cedar City, Mr. Bilagody spoke to 160 school children in Tropic, Utah, and to 137 in Escalante, Utah.  The project helped arrange these more distant presentations because that enabled about 20 Native American children in the Tropic and Escalante areas to hear Mr. Bilagody’s message, as well as children who were Caucasian or other races or ethnic groups. 

The third Cultural Seminar featured Jana in May, 2004.  Jana is a Native American woman who has succeeded in the music industry.  She is a member of the Lumbee Tribe that is located in North and South Carolina.  She spoke at Cedar Middle School.  Canyon View High School and Cedar High School children also attended Jana’s presentation.

A fourth Cultural Seminar is planned for September 2004.

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